To achieve change, we are using a co-design approach to policy development and implementation that involves partnership between the SACE Board, teachers, students and other stakeholders to test and pilot innovative SACE policy ideas in real-world settings. 

Through co-design, we are seeking to: 

• focus on student impact 
• involve teachers, students and other stakeholders, including employers, industry, the tertiary sector, and Aboriginal communities, as partners in testing and learning 
• bring together the expertise of the SACE Board, the real-world expertise of teachers, and the experience of students 
• use the diversity of experience to find meaningful ways toward impactful change. 

How to get involved 

Subject renewal 
The SACE Board is currently calling for expressions of interest from teachers to participate in Subject Renewal Groups (SRGs), each focusing on a specific subject area. Adhering to co-design principles, SRGs will develop, test and evaluate new approaches to curriculum and assessment. EOI deadline is 5 pm, Monday 29 July.

Capabilities and Learner Profile 
Forty-two schools across South Australia and the Northern Territory, from three schooling sectors, are currently engaged in pilot 3. At the conclusion of this pilot, the SACE Board will seek expressions of interest from schools. 

Recognition of Aboriginal Cultural Knowledge and Learning 
Fifteen schools across South Australia and the Northern Territory, from the two schooling sectors, are currently engaged in pilot 3. The SACE will provide support for schools in preparation for implementation in 2025. 

Implementation 

For teachers not participating in co-design or pilot programs, the SACE Board will provide information and access to professional learning that shares the practical experience of teachers engaged in piloting and testing. Closer to actual implementation, the SACE Board will hold implementation workshops. See the Roadmap to Implementation [PDF 496KB] for the stages that precede implementation.